Embracing the Challenging Behaviors of Toddlers June 27 th , 2018 - - PDF document

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Embracing the Challenging Behaviors of Toddlers June 27 th , 2018 - - PDF document

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6/18/2018 Embracing the Challenging Behaviors of Toddlers June 27 th , 2018 Holly Hatton-Bowers, PhD, hattonb@unl.edu Wh What at we we wi will di discuss scuss toda today: Describe challe challengin nging beha behavior viors dem demons

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Embracing the Challenging Behaviors of Toddlers

June 27th, 2018 Holly Hatton-Bowers, PhD, hattonb@unl.edu

Wh What at we we wi will di discuss scuss toda today:

  • Describe challe

challengin nging beha behavior viors dem demons nstr trated ed by by toddl ddler ers

  • Explore reasons

asons behi behind nd challe challengin nging beha behavior vior for toddlers

  • Discuss specific

specific st strateg tegies es fo for supporti supporting toddl ddler ers when they are experiencing challenges

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Ar Are cha challe llengin ing beha behavior viors on

  • n the

the rise? rise? Wh What at is is cha challe llengin ing beha behavior? vior?

The Cen Center er on

  • n the

the Soc Social and and Em Emotional

  • tional Founda

undations tions fo for Ea Early Lea Learnin ning’s definition of challenging behavior for children from birth to 5 years old is:

  • Any re

repeate ated pa pattern ern of

  • f beha

behavior vior that inter terfer eres es wi with le learning or eng engagemen ment in in pr prosocial

  • social in

interactio ions with peers and adults, and

  • Beha

Behavior viors that are not not responsiv sponsive to the use of dev developm lopmen entally appr appropria

  • priate guida

guidance ce procedures.

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In In thin thinkin king abo about challe challengin ing beha behavior viors, s, wha what beha behavio viors do do yo you fi find nd the the most most challe challengin ing am amon

  • ng

tod toddlers?

How How do do the the beha behavior viors yo you lis listed fa fall on

  • n

this this con continuum? nuum?

Acting Acting Out Out Wi Withdr thdrawing awing

  • Looking sad
  • Not showing a

preference for a caregiver

  • Rarely talking
  • Not making eye

contact

  • Overly avoidant or

compliant with caregiver

  • Frequent or

intense tantrums

  • Pushing
  • Hitting
  • Biting
  • Persistent refusal

to participate

  • Harm to self and
  • thers
  • Inconsolable crying
  • Happ

Happen ens frequen equently

  • Im

Impacts th the quality quality of

  • f ca

care

  • Af

Affects th the child child’s rela latio tionship ips wit with peer peers

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Wh What at ca causes es cha challe llengin ing beha behavior viors? s?

IC ICK! K! IC ICK re refers to to the the neg negativity tivity or

  • r risk

risk fa factors in in an an in individual’s lif life.

Devereux Center for Resilient Children * www.MoreFLIPIT.org

Wh What at does does beha behavior vior te tell us? us?

  • Co

Commun mmunication

  • n, wa

want nting connection nnection

  • Feel

eelings ings underli underlie the the beha behavio vior:

  • Br

Brai ain needs needs to to fe feel CALM CALM and and SAFE SAFE

Beha Behavior

  • rs yo

you see see

Feel eelings ings

Not Not fe feeling calm calm or

  • r saf

safe

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In In thin thinkin king abo about the the challe challengin ing beha behavior viors yo you lis listed, wha what ar are the the re reasons fo for these these challe challengin ing beh ehavior iors?

Com Common

  • n

Re Reasons fo for Cha Challe llengin ing Beha Behavior viors

Toddlers are very conscious and aware, but their behavior isn’t.

Functions

  • 1. Obtain something –Attention of adult or peer –Activity, toy,

food, materials

  • 2. Escape something
  • 3. Self stimulation
  • 4. More ICK, overstimulated
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In In thin thinkin king abo about the the challe challengin ing beha behavior viors yo you lis listed, ho how do do yo you re respon

  • nd to

to the these challe challengin ing beh ehavior iors?

Got Got Str Stress? ss? Flig light, fig fight, t, fr freeze, fa faint

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Wh What at is is founda undati tional

  • nal fo

for child children to to fe feel ca calm, secur secure, and and sa safe?

“Time and time again children are heavily reprimanded

for committing the offence of crying or being angry. Let’s get this straight: emotions are not bad behavior. Emotions don’t hurt anyone. Suppressing children’s emotions does, on the other, cause them harm: over time, if done repeatedly, it unbalances their brain chemistry, it stresses their immune and digestive systems, and it undermines their ability to relate to

  • thers” – Robin G. Heart to Heart Parenting
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Wh What at mak makes us us resilie silient to to the these stressor ssors?

  • Healthy relationships
  • Healthy self‐regulation
  • Healthy initiative

Indicators found on the Devereaux Early Childhood Assessment (DECA‐P2)

Str Strategies gies

Prev Prevention

  • n is

is the the Bes Best In Interv rventi tion

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https://www.happilyfamily.com/dealing‐with‐difficult‐child/

Re Relationships as as a Basis Basis of

  • f Preve

Prevention

  • Foundation is having a relationship‐based

approach in child care settings (Fox & Hemmeter, 2014) ‐ Nurturing and supportive relationships

‐ High quality supportive environments ‐ Culturally responsive practices

  • Social and emotional well‐being is key to

learning in all other areas of development

Interventions focused on fo fostering sen sensit itive an and re respon sponsiv sive te teac acher‐ch child ild in interactions for children who demonstrated challenging behaviors in child care associated improved activity in children’s stress response system (declines in cortisol)

(Hatfield & Williford, 2016)

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Str Strategies gies

  • Self‐Regulate to Co‐

Regulate

  • Become Self‐Aware
  • Be Empathetic
  • Develop children’s

awareness of feelings and problem solving

  • Using “Conscious

Communication”

  • Healthy

relationships

  • Healthy self‐

regulation

  • Healthy initiative

Str Strategy: gy: Self Self‐Re Regulate to to Co Co‐Re Regulate

  • How are you self‐regulating?
  • Are you demonstrating behaviors that are calm

and safe to the toddler?

  • Are you helping the child develop resilience to

stressful moments?

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Str Strategy: gy: Im Importance of

  • f co

co‐re regulation

  • Is an interactive process of regulatory support in the

context of caring relationships

  • Occurs across the lifespan

Provide a Warm, Responsive Environment Structure the environment Model/Teach Self‐ Regulation Skills

(Murray et al., 2015)

Rosanbalm, K.D., & Murray, D.W. (2017). Caregiver Co‐regulation Across Development: A Practice Brief. OPRE Brief #2017‐80. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services.

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Re Return to to the the Br Breadth eadth 4 – 7 – 7 ‐ 8

Re Rest your your tongue tongue behind behind our

  • ur fr

front tee teeth Close Close your your mouth mouth Br Brea eathe the in in th through your your nose nose Coun Count to to 4 Keep eep your your mouth mouth clo closed Hold Hold your your br brea eath th Coun Count to to 7 Open Open your your mouth mouth Br Brea eathe the out

  • ut in

in a WHOO WHOOSH Coun Count to to 8

Sel Self‐Ta Talk

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Som Sometim times Talkin lking Out Out Loud Loud

“I’m having some really big feelings right now.

It’s not because of you. We’re going to get through this together. I’m going to take a couple of minutes to take care of myself. And then, I’ve got a really big hug for you if you want it.”

https://www.happilyfamily.com/how‐to‐prevent‐mommy‐meltdowns/

Str Strategy: gy: Bec Become Self Self‐Aw Aware and and Gai Gain Pe Perspective

What is the child’s behavior bringing up for me? What emotions am I feeling when this behavior happens? Am I feeling this way because of my

  • wn “stuff”?

Do I have reasonable expectations? Do I always feel this way each day when this behavior

  • ccurs?

Is there something about my family or culture that makes me feel less tolerate? Is my temperament similar or different from the child?

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Str Strategy gy in in the the Mo Momen ment: St Stay Calm Calm and and Commu mmuni nicate cate Com Comfort

  • rt

Comm Communi unicate Com Comfort

  • rt – Get at eye

level, then have a

Calm body Calm face Calm voice

Comm Communi unicate Fe Feelings – Even when you don’t like the behavior acknowledge the feelings.

Str Strategy gy in in the the Mo Momen ment: St Stay Calm Calm and and Commu mmuni nicate cate Com Comfort

  • rt

Connect so that child feels “seen”‐accept and acknowledge Then set boundary or problem‐solve Remain “unruffled” Calm and consistent

Siegel, D.J. (2012) The Whole Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. http://www.janetlansbury.com/2016/03/how‐to‐calm‐an‐angry‐child/

Re Remain calm calm (no (not ur urgent or

  • r

emot

  • tion

ional), l), “Y “You didn’ dn’t li like th that yo you can’t can’t th throw to toys at at El Elise ise. Yo You fe feel li like th throwing th things. I’ I’m her here to to st stop yo you.”

CO CONNE NNECTION is is KEY KEY, What is dri driving ing the chi child’ d’s beha behavior vior?

  • What ca

can I do do in this very moment to to im improve my my rela lation tionship ip with this child?

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Re Remember: Ch Child ild Needs Needs Tim Time to to Re Respond

  • Provide enough time for children to respond
  • Give the child 5 to

to 10 10 seconds nds to respond before you give an additional prompt or request.

  • If the child is asked to respond verbally, he may need time

to find the right words.

Str Strategy gy in in the the Mo Momen ment: Conscious Conscious Communi Communicati tion

  • n
  • Avoid demands
  • Avoid guilt
  • Avoid judgement
  • Avoid blame
  • Avoid dismissing

DO DO AV AVOID

  • Notice without

judgement

  • Acknowledge feelings
  • Validate Needs
  • Support, offer

solutions, provide quality feedback

www.teach‐through‐love.com

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Le Let’s Pr Practice Str Strategy gy in in the the Mo Momen ment: CARE CARES Appr Approach

  • ach

Come In Assist Child Reassure Child Emotional Validation Soothe (voice/ touch)

Emma Girard, Psy.D, 2018

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Le Let’s Pr Practice Str Strategy: gy: Usi Using Symbols/Visual

  • ls/Visual Tool
  • ols
  • Support transitions
  • Provide consistency and predictability
  • Establish clear expectations
  • Help children in communicating
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Str Strategy: gy: Ackno Acknowledg ledge aspects aspects of

  • f the

the child child yo you appr apprecia eciate and and lik like

“If you concentrate on finding whatever is good in every situation, you

will discover that your life will suddenly be filled with gratitude, a feeling that nurtures the soul.” – Rabbi Harold Kushner

Str Strategy: gy: Pi Pictur cture Book Books

Feelings

My Many Colored Days

‐ Dr. Suess

Lots of Feelings ‐ Shelly Rotner Grumpy Bird ‐ Jeremy Tankard

Anger

Words Are Not for Hurting – Elizabeth Verdickem When I Feel Angry ‐ Cornelia Maude Spelman Llama Mad at Mama ‐ Anna Dewdney

Self Control

Don’t Let the Pigeon Drive the Bus

‐ Mo Willems

Quiet Loud

‐ Linda Patricellei

No Yes

‐ Linda Patricellei

Source: https://www.zerotothree.org/resources/7‐books‐about‐feelings‐for‐babies‐and‐toddlers

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Wh What at ar are som some ke key ta take aw aways? s?

  • Toddlers are not being challenging, they are HAVING or

experiencing challenges

  • Behavior is communicating a need to feel calm and safe

– reflect on the feelings behind the behavior

  • Our role as a is to build secure trusting relationships
  • Find ways to self‐regulate to co‐regulate

Connect and respond, don’t react

  • Use words the connect you with the child and teaches

them strategies for self‐regulation

Wh What at will ill yo you do do di differ eren entl tly to to supp support toddl toddlers wi with th cha challe llengin ing beha behavior viors? s?

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Help Helpful ful Re Resources

Books and Articles

  • Brazelton, T. B. (1992). Touchpoints: The

essential reference. Reading, MA: Addison

  • Landsbury, J. (2014). No Bad Kids: Toddler

Discipline without Shame.

  • Landbury, J. (2014). Elevating Child Care: A

Guide to Respectful Parenting

  • Liberman, A. (1993). Emotional life of the
  • toddler. Washington, DC: Zero to Three.
  • Sameroff, A. J., McDonough, S. C., &

Rosenblum, K. L. (2003). Treating parent infant relationship problems: Strategies for

  • intervention. Washington, DC: Zero to Three.
  • Zeanah, C. H., (2000). Handbook of infant

mental health (2nd ed.). Washington, DC: Zero to Three.

On the Web

  • www.challengingbehavior.org Center for

Evidence‐Based Practice: Young Children with Challenging Behavior

  • www.csefel.uiuc.edu Center on the

Social and Emotional Foundations for Early Learning

  • www.zerotothree.org Zero to Three
  • www.ptic.org The Program for Infant

Toddler Caregiver

  • http://www.janetlansbury.com/ Janet

Landsbury elevating child care

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Select Selected ed Re References

Capel, C. (2012). Mindlessness/mindfulness, classroom practices and quality of early childhood education: An auto‐ethnographic and intrinsic case research. International Journal of Quality and Reliability Management, 29(6), 666–680. Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES research on early intervention and early childhood education (NCSER 2013‐3001). U.S Department of Education. Retrieved from http://ies.ed.gov/ncser/pubs/20133001/pdf/20133001.pdf Erwin, E.J. & Robinson, K.A. (2016). The joy of being: making way for young children’s natural mindfulness. Early Child Development and Care, 186, 2, 268‐286, DOI: 10.1080/03004430.2015.1029468. Hallam, R. A., Fouts, H.N., Bargreen, K.N., & Perkins, K. (2016). Teacher‐child interactions during mealtimes: Observations of toddlers in high subsidy child care settings. Early Childhood Education Journal, 44, 1, 51‐59. doi:10.1007/s10643‐014‐0678‐x Knoche, L. L., Edwards, C. P., Sheridan, S. M., Kupzyk, K. A., Marvin, C. A., Cline, K. D., & Clarke, B. L. (2012). Getting Ready: Results of a randomized trial of a relationship‐focused intervention on the parent‐infant relationship in rural early head start. Infant Mental Health Journal, 33, 439–458. Kramer, P. A., & Smith, G. G. (1998). Easing the pain of divorce through children's literature. Early Childhood Education Journal, 26, 2, 89‐94. Lowe, D. F. (2009). Helping children cope through literature. Forum on Public Policy Online, 1, 1‐17. Watson & Hawley (2010). Addressing Challenging Behaviors in Infants and Toddlers. Individualized Interventions Determining the Meaning of Behavior and Development Appropriate Responses. Retrieved from the web: http://www.cehd.umn.edu/ceed/publications/presentations/watson/Indiana_Session_2_41910CWVH.pdf. Tuning In: Parents of Young Children Tell Us What They Think, Know and Need is a comprehensive research undertaking by ZERO TO THREE and the Bezos Family Foundation, 2016.